Conceptions of learning and quality of university life among deaf, hard of hearing, and hearing university students

ABSTRACT

This study explores how conceptions of learning relate to quality of university life among deaf or hard-of-hearing (DHH) and hearing university students in mainland China. The Conceptions of Learning Inventory III and the Quality of University Life Measure were administered to 200 DHH and 240 hearing students. Results showed that deep-level conceptions of learning (learning as duty) significantly and positively predicted quality of university life among DHH and hearing students, while surface-level conceptions of learning (learning as gaining information) significantly negatively predicted quality of university life among DHH students. The significance, limitations, and implications of the present research for university administrators, teachers, and students are discussed.

KEYWORDS:

• Conceptions of learning
• quality of university life
• deaf or hard-of-hearing

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Sanyin Cheng got her Ph.D. from the University of Hong Kong. She has worked in Centre for Special Educational Needs and Inclusive Education for more than three years. Her major research interest includes deaf education, thinking styles, quality of university life, university self-efficacy, and conceptions of learning. Until now, she has published six SSCI papers. She also has one book entitled Intellectual Styles and Their Influence under contract.

Kuen Fung Sin is the Director of the Centre for Special Educational Needs and Inclusive Education and the Professor in the Department of Special Education and Counselling at The Education University of Hong Kong in Hong Kong. His expertise and research lie in the area of supporting students with special educational needs and professional development in inclusion. He has great consultancy experience in many local research projects as well as the training work for teachers teaching children with disabilities in Mainland China and Macau. He also successfully got a number of research projects and commissioned programs in the areas of special needs and inclusion.

Additional information

Funding

The manuscript was funded by Department Research Seed Fund for 2016–2017 [grant No: 04197].